Serving Community: Prosocial Engagement in Educational Administration

Emma Jane Jaques, Athena Vongalis-Macrow

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

The rise of managerialism in the 1990s entrenched bureaucratic practices as core education and training for educational administrators. As the educational divide between those who achieve and those who fall short continues to problematize the success of educational reforms, the work of administrators becomes critical to review. The current challenge for educational administration is to provide an environment that genuinely serves the interests of complex diversity and social justice in education systems by building the frameworks that respects differences, protects the weak, and regulates the strong. By taking a more prosocial stance with issues relating to cultural diversity, equity, and democracy, educational administration can transform society, the school, and the classroom, through humanistic and interpretive management practices, and influencing pedagogy, curriculum, educator training, and the socio-political system.

Original languageEnglish
Title of host publicationTeaching Leaders to Lead Teachers Educational Administration in the Era of Constant Crisis
EditorsSaran Donahoo, Richard Hunter
Pages299-311
Number of pages13
DOIs
Publication statusPublished - 7 Aug 2007

Publication series

NameAdvances in Educational Administration
Volume10
ISSN (Print)1479-3660

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  • Cite this

    Jaques, E. J., & Vongalis-Macrow, A. (2007). Serving Community: Prosocial Engagement in Educational Administration. In S. Donahoo, & R. Hunter (Eds.), Teaching Leaders to Lead Teachers Educational Administration in the Era of Constant Crisis (pp. 299-311). (Advances in Educational Administration; Vol. 10). https://doi.org/10.1016/S1479-3660(07)10018-4